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Museum Articles

MUSEUMS: APPROPRIATE ACCESS

FOR PEOPLE WHO ARE DEAF OR HARD OF HEARING

In order for Museums to have full and consistent access for people who are hard of hearing or deaf, the following three types of access must be offered whenever there is sound output (voice or audio):

• Auditory- Assistive Listening Devices (Headsets and Neck Loops) or induction loops and Headsets and
• Visual- Captioning and
• Qualified Interpreters

In addition, there must be appropriate staff training and signage. These three services can be implemented at a museum as follows:

Theaters

The ADA Guidelines require ALDs (Headsets.)  Hearing-aid compatible devices or neck loops are, currently, awaiting the Department of Justice’s approval.  Neck loops should be available since headsets do not work for people who wear behind-the-ear (BTE) hearing aids and for some people who have more than a mild hearing loss.  The volume control is not strong enough.  Neck loops allow the person’s own hearing aid to regulate the volume.  These Guidelines apply to all theaters that are places of public accommodation with 50 or more fixed seats.  (The elimination of the fixed seat requirement is awaiting the Justice Department's approval). The Assistive Listening Devices (ALDs) receive the sound via a sound system called and Assisitive Listening System (ALS).  There are currently three types of systems that are available:

• FM- this system works via a radio frequency.

• Infrared- this system works via a beam of light.

• Induction Loop- this system utilizes an electro-magnetic coil around the room to create a magnetic field.  Hearing aid wearers with T-coils receive the sound directly via their hearing aids or cochlear implants.

There are several factors that would determine which system would be appropriate for each site.  The Kennedy Center’s Guide to Assistive Listening Systems for Theaters is a useful tool to aid in assessing which system is appropriate for each venue.                         

• Assistive Listening Devices

  • ALDs (headsets or neck loops) enable visitors to receive sound directly in their ears by increasing the volume and receiving the sound directly in their ear without disturbing anyone else.  A signal is sent from the system to the receiver.  A Population Chart detailing the degrees of hearing loss and what type of accommodation needed is attached.  [See Exhibit 1]  Also, a FAQ Sheet on neck loops and T-coils is attached.  [See Exhibit 2]

  • There are different styles of receivers.  Some ALDs fit directly into the ear and some require headphones or neck loops to be plugged into the output jack of the receiver that is the size of a deck of playing cards.  The type of ALS selected is based on the person’s degree of hearing loss, whether they use a hearing aid or cochlear implant, the age the person lost their hearing, the level of auditory training they received and their current age.  We do not recommend the ear bud ALD since there is no flexibility to use a neck loop with the receiver and the system requires a person with a hearing aid to remove their aid.

  • If an Induction Loop System is utilized then the person activates the T-coil on his or her hearing aid to hear the sound.  Only someone without a T-coil would need to wear a receiver.

  • When installing the system, it is important to ensure the appropriate number of receivers is available at any given place of assembly.  The requirements are detailed in the ADA Accessibility Guidelines (“ADAAG”).  ADAAG can be found at www.access-board.gov. For your reference, I have attached some Technical Support for Assistive Listening Systems.  [See Exhibit 3]

• Captioning

  • Unfortunately, not all people can utilize the ALDs due to the severity of their hearing loss [See Exhibit 1]. In addition to the ALS, all the films need to be captioned.  There are two methods of captioning, open and closed.  Open is when the captioning is always on and either appears on the film screen or a data strip below the screen.  Closed captioning is when it is either turned on and off or is selectively seen by only those who need it.

  • We recommend that open captioning should be offered. Open captioning saves staff time since there is nothing to turn on or maintain.  It is also always visible.  Many people are embarrassed by their hearing loss and will not ask for the assistance they require.  Open captioning allows people to participate without feeling any stigma they may perceive is attached to hearing loss. 

  • Therefore, if the event is a film, then a captioned version of the film should be ordered.  We suggest inserting a clause in the museum’s contracts that all films must be captioned. The National Park Service has mandated that all videos be shown open captioned. (See Exhibit 4)  All History Channel videos should have captioning.  The History Channel will replace for FREE any video that does not contain captioning.

  • For closed captioning, it can be either seen on the screen only when someone turns on the captions or when a special data panel is affixed to the seat.  Please be aware that these data panels need to be cleaned and maintained. 

  • If, however, the event is a lecture then Computer Assisted Real Time Captioning (“CART”) should be offered for specifically scheduled lectures, presentations or when requested.  CART provides access for people whose hearing loss is more profound and cannot or will not use the ALS.  It is the exact translation, which is similar to a court reporter transcribing a witness statement except it includes additional details such as descriptions of sounds e.g. music.

  • The captioner’s captioning skills must be checked prior to hiring the company.  Poor quality captioning does not provide appropriate access [See Exhibit 5].

• Qualified Interpreters

  • Qualified interpretation (American Sign Language, Oral, Transliteration or Cued Speech) needs to be offered in the appropriate format that an individual requires to achieve effective communication. Qualified sign interpretation should be offered for scheduled and/or announced events and/or upon request with reasonable advance notice.  All interpreters must be certified.

  • Most people with hearing loss, including many with profound loss, do not use American Sign Language (ASL).  ASL should still be included as a component of access but it is not a solution for access for the majority of people with hearing loss.

  • ASL is not English.  ASL is a visual language with its own syntax and grammar that is quite different from the English language.  For example, instead of saying, "There goes the blue car,” ASL would sign, "car, blue." 

  • Note: Appropriate seating should be available for those who rely on lip reading.  This is very important, because the levels of hearing loss are not clearly defined even though it appears that way on The Population Chart.  [See Exhibit 1]  There is overlap between the groups.  Some people (like my daughter) who rely on an ALD still miss some of the critical dialogue.  Lip reading helps to fill in the gaps.  Seat placement is critical for lip reading.  The theater attendee must be near the stage and not view the speaker from an odd angle.  For this reason, an appropriate number of seats should be made available.  This is no different than those patrons who need special seating for wheelchair accommodations or for visual access.

Docent Tours

• Assistive Listening Devices

  • FM systems are ideal for docent tours to overcome poor acoustics that even challenge people who do not have a hearing loss.  The ADA requires a certain number of ALDs for theaters.  The ADA, however, is not clear on the number of ALDs required for FM-led docent tours.  Therefore, to determine the appropriate number of neck loops, we recommend using the same 4% number from the ADA and applying it to the number of FM receivers instead of the number of seats.

• Captioning: Transcripts

  • Transcripts of the docent tour should be available in regular and large print for those visitors who cannot use ALDs.

• Qualified Interpreters

  • Qualified interpretation should be offered for scheduled and/or announced tours and/or upon request with reasonable advance notice.

Videos

It is important when installing multiple videos that acoustics are considered.  Many new museums are offering multi-media presentations without understanding how competing sound affects a person's ability to hear and thus learn.  Hiring an acoustical engineer is recommended.  Some museums have utilized theater curtains or hearing aid compatible devices adjacent to the monitors to help address acoustical issues.

• Assistive Listening Devices: Induction Loop System

  • A sign should be posted stating, "Silent" if a video or film does not have sound.  This would inform the visitor who is hard of hearing or deaf not to expect sound or an ALD.  Musical symbols should be posted if there is ambient music playing or the type of sound should be clearly identified on a nearby sign if there is one type of background sound.

  • Both seeing and hearing a film or video provide certain benefits.  If an individual who is hard of hearing can receive the same benefits of sound (loud, soft, angry, happy, sad, singing etc.) with a reasonable modification of an ALD, then an ALD is required to be provided for an equal opportunity to effectively participate.  

  • Captioning does not generally work for children below approximately 4th grade who are unable to read quickly enough.  As mentioned earlier, the needs of hearing loss vary by age just as they vary based on the degree of loss.  One way to meet the needs of young children, who can't read or read quickly enough as well as those who rely heavily on their hearing aids, is to provide an induction loop system around all audio exhibits.  In layman's terms, sound is transmitted through a thin wire surrounding the exhibit area via magnetic energy.  For your reference, to loop an area could cost as low as $150.  In order to learn more about looping, please visit www.hearingloop.org.  An alternative to an induction loop system is to install a mini-infrared system or hearing aid compatible devices adjacent to the monitor. 

• Captioning

  • All videos need to be captioned to provide appropriate access for people who are hard of hearing and deaf.  Captioning assists foreign visitors as well.  By captioning the videos, not only will they now be accessible to people who are hard of hearing and deaf but also the sound of the video can be lowered which will help with the site’s acoustics.

  • For your reference, to caption a 15-minute video costs approximately $600-750.  It is, however, important to select a captioning company based on accuracy of captioning and not based on price alone.  Contracts should require that all captioning must be spelled 100% correctly and 100% accurately reflect what is stated.  It might seem obvious but sadly, it isn't.  Recommended captioning standards are in Exhibit 5.

  • Many museums show History Channel videos.  These videos already contain captioning.  The company is happy to replace for FREE any videos that do not contain captioning.

  • Personal Digit Assistants (PDAs) are not substitutes for captioning videos.  It is impossible to read a PDA and watch a video at the same time.  It is even more difficult for those who wear reading glasses.  It is for these reasons that drivers are not permitted to read a Blackberry while driving.

• Qualified Interpreters

  • Qualified interpretation should be offered upon request with reasonable advance notice. 

Audio Guides

• Assistive Listening Devices

  • When audio guides are available, it is imperative that neck loops or t-coil compatible audio guides are available and that appropriate signage is posted.

• Captioning: Transcripts

  • Transcripts in regular and large print should be available.

• Qualified Interpreters

  • This should be offered for scheduled and/or announced tours and/or upon request with reasonable advance notice.

Boats

The announcements and emergency drills on boat tours are difficult to hear for everyone.  Shouting into a bullhorn is not appropriate access for people with a hearing loss.

• Assistive Listening Devices

  • The boat needs an induction loop system to, clearly, disseminate information and emergency drills.

• Captioning

  • LED displays at various places on the boat or transcripts of the announcements and emergency information should be available.

• Qualified Interpreters

  • Qualified interpretation should be offered upon request with reasonable advance notice.

 Audio Phones

• Assistive Listening Devices

  • Phone receivers need to have volume control and be hearing-aid (T-coil) compatible.  There also needs to be prominent signage (Please see www.hearingloop.org) indicating that the receivers are usable by individuals with hearing aids and cochlear implants equipped with T-coils. If the phones are out of order, there needs to be a sign stating they are out of order so the visitor knows they are broken and not to expect sound.

• Captioning

  • Transcripts in both regular and large type should be available

• Qualified Interpreters

  • Qualified interpretation should be offered upon request with reasonable advance notice.

Special Exhibits

Exhibits with ambient sound alone (e.g. bird coos in an exhibit on birds) are difficult for someone with hearing loss.  There are no facial cues available for a person with hearing loss to augment their hearing if they have residual hearing.  If a person does not have residual hearing, there is no possibility to understand what is happening within the exhibit. 

• Assistive Listening Devices

  • An induction loop should be utilized.

• Captioning

  • An LED screen or a printed transcript in both regular and large print should be available.

• Qualified Interpreters

  • Qualified interpretation should be offered upon reasonable request with advance notice. 

Sound Enhancement Devices

• Assistive Listening Devices

  • All audio devices should be T-coil compatible and volume control.   We recommend requesting documentation from the company to ensure the device is compatible. Any accessible device should post the ear symbol with the “T.”  This symbol can be found on www.hearingloop.org.

• Captioning

  • An LED screen or a printed transcript in both regular and large print should be available.

• Qualified Interpreters

  • Qualified interpretation should be offered upon request with reasonable advance notice.

Classrooms, Concessions, Information and Ticket Desks

• Assistive Listening Devices

  • The classrooms, concessions, information, audio guide and ticket desk should have an induction loop system installed.  This allows someone with a hearing loss to hear in a class, make purchases, ask questions, pick-up an audio guide and/or buy tickets.

• Captioning: Paper

  • CART should be available with advance notice if a student requires it.  A piece of paper and pen should be available at the concession, information, audio guide and ticket desk for people to write their questions down and/or receive answers to their questions.

• Qualified Interpreters

  • Qualified interpretation should be offered.  All personnel who are certified sign interpreters should have the ASL symbol on their nametag.  This identifies appropriate staff that can assist a visitor when needed.

Service Animals

All staff should understand that service animals are not just for people with visual impairments but are used by people with other disabilities as well.  Service animals, however, must be clearly identified.

Emergencies

A system must be in place for emergencies. These need to be in the buildings as well as outside if outdoor space is utilized.  Museum personnel should also realize that someone who is hard of hearing or deaf might not be able to hear emergency warnings.  Therefore, appropriate emergency warnings should utilize tactile warnings and visual strobes that do not impact people with epilepsy.

Telephones

There needs to be a TTY phone or relay service available as well as a hearing-aid (T-coil) compatible phone with volume control.

School Trips

The Education Department should remind the schools to bring the child’s FM system if available for a child who is hard of hearing.  In a pinch, the Education Department should be aware that the docent FM system is available if the child’s FM system is forgotten.  The child who cannot hear on a school trip suffers and is left behind.  Also, the Education Department should inquire whether a qualified interpreter is needed.

Signage, Advertisements, Brochures, Mailings and Websites.

All of the steps I have outlined mean little if visitors are not aware of them.  Therefore, the appropriate symbols (e.g. assistive listening devices, captioning, American Sign Language interpretation) and information must be posted at the ticket and audio desks, outside the theater and beside any appropriate exhibits.

The phrase, “headset or neck loop are available” or  “T-coil or hearing aid compatible” should be included under the symbol so that patrons will know specifically what type of equipment is available.  An alternative T-coil compatible symbol is available at www.hearingloop.org.

The symbols also need to be listed in the brochures, mailings, advertisements and on the website.  Some excellent examples of web sites are:

• http://www.daheshmuseum.org/visit/index.html

• http://www.tenement.org/vizinfo_ada.html

• http://www.asiasociety.org/visit/newyork.html

• http://www.frick.org/information/access.htm

• http://www.hillwoodmuseum.org/planningyourvisit.htm#accessibility

• http://www.lincolncenter.org/visitor/accessibility.asp?session=CF1FB16F-41AD-4905-9558-654CABEE7BC0&version=&ws=&bc=2

• http://www.amnh.org/museum/welcome/accessibility/?src=pv_vi

The methodology recommended is utilized on all of these web sites.  The access information is located by going to "Visit Us" and then to the section on "Access" or "Accessibility.”  All of the information is then sorted by disability.  The symbols should appear on the left and the appropriate information on the right.  We would be happy to review the information prior to posting it on the web.

For your reference, the following website has all the access symbols formatted for easy downloading: http://www.gag.org/resources/das.php. Please see Exhibit 6 for a detailed explanation of each symbol.

Training

An on-going training program for all museum personnel is needed so that everyone is aware of what options are available at the museum.  All the money spent on access and all the appropriate access is worthless unless the staff is appropriately trained, knowledgeable and welcoming about what accommodations are available.

There also needs to be a 504 Coordinator who is a point person for access information and complaints.  Access training participation should be a mandatory part of an employee’s annual review.  

An Access Guide should be available at the information desk.  There should be a separate page for each type of disability and the type of accommodations available at The Museum.  The 504 Coordinator’s contact information should be listed on the inside cover.

SUMMARY:

Museums need to be accessible to everyone.  With these proposals and adequate training, the museum can offer consistent access for visitors who are hard of hearing and deaf and allow them to visit and enjoy cultural experiences.

Prepared and copyright protected by The Hearing Access Program, 10/11/07
Janice Schacter 212-988-8099 Jschacter@nyc.rr.com

Exhibit 1

POPULATION CHART

Hearing Loss Population = 31.5 Million¹

The Hearing Review 2006

Exhibit 2

Induction Receivers/Neck Loops - Frequently Asked Questions.

What is an induction receiver/neck loop?
While you may already be familiar with the headset or stethoscope type of infrared receiver used at this theater, there is another type of receiver that is known as an induction or neck loop receiver.  It will receive the infrared signal that is transmitted in this theater but, unlike the headset type of receiver, cannot be used alone but must be used with hearing aids.  In addition, the hearing aids MUST be equipped with TELEPHONE SWITCHES.

How is this receiver used?
The receiver is hung around your neck using the attached cord and the neck loop is placed over your head.  Make sure the plastic lens faces outward. Turn your TELEPHONE switches to the “T” position; turn the induction receiver on using the rotary knob that also serves as the volume control.  You can also adjust the volume by using the volume controls, if present, on your hearing aids.

How do I know if I need an induction receiver?
While most people with a mild to moderate hearing loss can use the standard headset receivers, those individuals with a more extensive hearing loss, that is, severe to profound, may find it advantageous to use an induction receiver.  The induction receiver can provide a number of advantages over the standard headset receiver that are:

• You do not have to remove your hearing aids but merely switch them to the "T" position in order to use the induction type receiver.

• You can most likely get higher volume, if needed than with the headset.

• If you are using the headset receiver and find it necessary to turn up the volume to the maximum or near maximum level, you may be inadvertently disturbing audience members sitting next to or close to you because some of the sound from your headset can leak out causing an unpleasant echo.

Again, in order to use an induction or neck loop receiver, your hearing aids MUST HAVE TELEPHONE SWITCHES.

What exactly is a telephone switch “T” (also known as a telephone coil)?
A telephone switch enables a hearing aid user to pick up the signal coming from the earpiece of a telephone handset be means of a small coil of wire which is sensitive to the magnetic field being emitted from the telephone earpiece.  This will make it easier for many (but not necessarily all) hearing aid users to use the telephone.  It turns out that this technology, although originally developed for telephone use, has other applications and can be used to enable a hearing aid to directly pick up other signals such as those emitted by an infrared induction receiver.

How do I know if I have a telephone switch?
On some hearing aids, there may be a switch labeled O-T-M or M-T.  On other hearing aids, there may be a switch with other labeling or no labeling at all.  On some newer hearing aids, there may be no visual indication that the telephone switch is present - it may be activated by pressing in on the aid in a certain spot or remote control or by just holding a telephone over the hearing aid.  In general, the smallest types of hearing aids such as the CIC (completely in the canal) do not have telephone switches.  If you are not sure whether or not your hearing aids have a telephone switch, you can check with your audiologist or hearing aid specialist. 

League for the Hard of Hearing, 5/13/2003

Exhibit 3

Technical Support for Assistive Listening Systems

The assistive listening device (“ALD”) distributors need to be trained to test the equipment before it is given to the patron.  According to Josh Gendel, Director of Technology at The League for the Hard of Hearing, two inexpensive pieces of equipment from Radio Shack are needed.  The Radio Shack Mini-Audio Amplifier #277-1008 for approximately $11.99 and the Telephone Bug #44-533 for approximately $3.99 are needed.  Placing the Bug next to the neck loop can quickly test the neck loop.  Any sound the neck loop receives will be heard through the Mini-Audio Amplifier.  

Not only is it important to ensure that the equipment is working but it is also important to confirm that the equipment is working in the attendee's seat prior to the start of the show. On many occasions, my daughter heard only static through her neck loop.  This meant the signal wasn't strong enough and either there were not enough infrared emitters or the emitter was moved during a performance.  None of which could easily be remedied.  The only solution was to change seats.  Unfortunately, on these occasions, it was too late to change seats since we did not realize this problem until after the event began.  This problem could have been avoided if the theater had a pre-show sound test. 

The pre-show sound test is accomplished by having a CD/tape playing prior to the start of the show but run only through the assistive listening system.  The audience cannot hear the sound unless they are wearing the ALD.  By having the sound on while patrons are arriving, anyone whose seat is not receiving the signal or whose neck loop/headset is not working would be able to make appropriate arrangements prior to the start of the event.  This alleviates disturbances during the event.   In the end, the customer is satisfied rather than disappointed.  

A sound loop explaining the ALD should be developed.  This can be done on either a CD or on MP3 player that would cost approximately $300.  This system is currently implemented at Disney World, most Broadway theaters and at Avery Fischer Hall.

Prepared and copyright protected by The Hearing Access Program, 9/06
Janice Schacter 212-988-8099  Jschacter@nyc.rr.com
A collaboration of Alexander Graham Bell Association of the Deaf and Hard of Hearing, Hearing Loss Association of America and The League for the Hard of Hearing/advocates for better communication (a.b.c.).

Exhibit 4

The Following is a memo from the US Department of the Interior to the Directors and Superintendents of the National Park Services Parks.

              United States Department of the Interior

NATIONAL PARK SERVICE
1849 C Street, N.W.
Washington, D.C.  20240

IN REPLY REFER T

D24(2420)

ELECTRONIC TRANSMISSION – NO HARD COPY TO FOLLOW

October 20, 2006

Memorandum

To: Directorate and Field Directorate
Park Superintendents 

From: (for) Director /s/ Steve Martin

Subject: Audio-Visual Accessibility Initiative for Visitors with Disabilities

In the followup letter from me to the Chair of the House Subcommittee on National Parks following the Congressional Hearing on Disability Access in the National Parks held in May 2006, the National Park Service (NPS) indicated that it would continue to enhance efforts to provide accessible audio-visual programs for visitors with visual and hearing loss in our parks through a special emphasis initiative using fee revenue dollars in FY 2007.  This memorandum has been developed in order to carry through with that commitment.  

Recently, a series of official disability rights complaints and testimony received at a Congressional oversight hearing on disability access revealed that the NPS has many audio-visual programs that are not captioned or audio-described; assembly areas that are not equipped with assistive listening systems; and in some cases, captioning systems that are broken and have not been repaired.  While the NPS has come a long way in providing structural and non-structural access for our visitors with disabilities over the past several years, there is still much to be done.  One of the shortfalls of our past actions is that in many parks Servicewide, the NPS still does not provide accessible audio-visual programs for individuals with visual and hearing loss.

As Director, I believe we can create the opportunity for the NPS to complete one aspect of making the parks accessible.  The goal is to complete projects over the next year so that all of the films and audio-visual programs presented in our parks provide three basic services:

• open captions,

• audio-description, and

• assistive listening devices available for those with hearing loss.

With funding from the Recreation Fee Program, this is an attainable goal.  Recreation fees have funded more than $11 million in films and audio-visual media at 83 parks over the past several years.  Considering on-going and new starts on film projects, recreation fees have the potential to make 68 accessible films over the next year.

In order to reach this goal, all superintendents should evaluate their parks’ existing audio-visual programs and venues to determine if the required services are provided and in working order.  In all of their existing programs, in any film project in production, and in any planned in the future, the superintendent should ensure that these three elements are included.  Deficiencies in these three basic services should be used to create a Project Management Information System (PMIS) project that requests funding in FY 2007.  Parks should use their recreation fee or other revenues where possible.  Low revenue and non-collecting parks should identify 20 percent Recreation Fee funds.

The regions should take steps to ensure that each park has conducted these evaluations so that the region can prepare an implementation schedule by December 1, 2006.  The regions should assist the parks in identifying needs in PMIS during this Servicewide Comprehensive Call and adjusting ongoing projects to meet this goal.  It is the goal of the NPS to have all park units show films that are captioned and audio-described, and all of their assembly areas equipped with assistive listening devices by January 2008.

If you need technical assistance or have contracting questions regarding captioning, audio- description or assistive listening devices, please contact the Harpers Ferry Center at 304/535-5050.  Questions on the project development process and funding should be addressed to your Regional Recreation Fee Projects Manager.  Questions on accessibility protocols should be addressed to Dave Park, Accessibility Management Program Coordinator, at 202/513-7027.

cc:  Associate Regional Directors, Park Operations
Regional Accessibility Coordinators

Exhibit 5

Recommended Captioning Standards for Museums

• Potential Issues

  • Captioning must be monitored and reviewed.

  • The captioning standards used by companies are considered proprietary information so they vary by company. 

  • Service Level Agreements need to be included in contracts.

  • Some captioning companies may be failing to upgrade their technology and software.  The result is consumers are receiving an inferior product.  E.g. Some companies use upper case and not mixed case because they have not upgraded their software.

• Captioning Formats

  • Pre-Recorded e.g. videos

    • Words

      • No deletion of letters.

      • No combining of words.

      • Include all spoken words verbatim and don’t paraphrase.

      • There should be a 100% accuracy rate.

    • Music

      • Include the words for all music.

      • Describe type of music when the music does not have words. E.g. dramatic music.

    • Sounds

      • Identify all sounds unless obvious.

      • Include “ums”. It is dangerous to allow a captioner to make editorial decisions.

    • Conversations

      • Include background conversations.

      • Identify the speaker when not visible.

      • Identify the speaker with upper case and a colon.  E.g. SUSAN: Yes, I want dinner; versus using parentheticals.

      • Place captioning in position of speaker’s location when there are multiple speakers on screen.

      • No paraphrasing.

    • Caption Placement

      • Captions should not obscure information relevant to understanding or enjoying a program such as but not limited to covering people’s faces, descriptive banners. 

    • Captioning Style

      • Use mixed case letters.  Television screens now permit the adjustment of font size.  Updated software no longer deletes the descenders of letters such as “g” or “q”.  Therefore, upper case should not be used.

      • Require Pop-up versus roll-up format. 

      • Begin pop-up as the person speaking begins the first word of the pop-up.

    • Announcements and Previews

      • Require the captioning of all announcements and previews.

      • Include all captioning requirements and standards in all contracts with production companies and advertisers.

  • Live Events e.g. lectures

    • Mixed case should be required.

    • A Coordinator should assist the Captioner.

    • The coordinator can supply a list of words to the Captioner that are likely to be used during the event.  The presenter should supply their presentation in advance or if not their exact presentation at least a list of topics, names and any points likely to be discussed.  This allows the captioner to program the information into their computer and thus lessen the number of potential errors.

    • Include the captioner’s name in the credits.

    • This can be either a real or fictitious company produced name.  Giving ownership to the captioner will be an incentive to the captioner to work harder to ensure the words are spelled correctly.

• Conclusion
  Captioning is like any other product or service that the museum bids.  The standards should be reviewed annually and as technology changes.  Also, price should not be the sole determiner for obtaining a contract.  Quality captioning cannot be obtained when captioning contracts are based on price alone.

Prepared and copyright protected by The Hearing Access Program, 9/07
Janice Schacter 212-988-8099  Jschacter@nyc.rr.com

Exhibit 6

League Letter Spring/Summer 2006

Janice Schacter is a retired attorney whose 11-year old daughter is hard of hearing.  She is the Chair of the Hearing Access Program, which is a collaborative effort between the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Hearing Loss Association of American and The League for The Hard of Hearing.  The goal of the Hearing Access Program is to assist entertainment venues, museums, theaters, amusement parks, cruise ships etc. achieve their goal of accessibility for the entire hearing loss population.  There is no charge for their services.